Vocational Teachers' Pathways in the Course of a Curriculum Reform

Autor/inn/en	Vahasantanen, Katja; Etelapelto, Anneli
Titel	Vocational Teachers' Pathways in the Course of a Curriculum Reform
Quelle	In: Journal of Curriculum Studies, 43 (2011) 3, S.291-312 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0272
DOI	10.1080/00220272.2011.557839
Schlagwörter	Curriculum Development; Self Concept; Interviews; Educational Change; Vocational Education Teachers; Pretests Posttests; Professional Identity; Individual Characteristics; Individual Differences; Emotional Experience; Foreign Countries; Longitudinal Studies; Attitude Change; Change Strategies; Educational Practices; Finland + Suchen Sie Ihr Suchwort? Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Selbstkonzept; Interviewing; Interviewtechnik; Bildungsreform; Ausbilder; Personality characteristic; Personality traits; Persönlichkeitsmerkmal; Individueller Unterschied; Ausland; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Attitudinal change; Einstellungsänderung; Lösungsstrategie; Bildungspraxis; Finnland
Abstract	Teachers face continuous changes, many of which significantly influence their professional identities and work practices. This study investigates Finnish vocational teachers' pathways in the course of a curriculum reform. The data were obtained by interviewing 14 vocational teachers twice, i.e. at the initial and later stages of the reform. This study used a narrative approach to analyse the interviews as whole and also to illustrate variations between teachers. The teachers were found to exhibit distinctive pathways through the reform: an "empowerment" pathway, a "critical but adaptive" pathway, an "open and expectant" pathway, a "successful transformation" pathway, and a "struggling" pathway. The pathways demonstrated that the teachers' self-positioning in respect of the reform and their own professional identities showed varying degrees of continuity and transformation. The teachers changed or sustained their positions and identities, on the basis of their individual interpretations of the experiences and emotions they underwent during the reform. The paper concludes with a discussion of professional identity and agency in the reform context, and looks at the consequences of the reform for teachers. (Contains 1 table.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10